BULLETIN 

OP  THE 

IVERSITY  OF  TEXAS 


NUMBER  192 

FOUR  TIMES  A  MONTH— 


OFFICIAL  SERIES  NO.  57 


JULY  22,  1911 


Suggestive  Courses  of  Study 


IN 


Manual  Arts,  Mechanical  Drawing  and 

Household  Economics  for  Texas 

High  Schools 


o 

in 


uo 


PUBLISHED  BY  THE  UNIVERSITY  OF  TEXAS 
AUSTIN,  TEXAS 

Entered  as  second-class  mail  matter  at  the  postofficc  at  Austin,  Texas. 


EXCHANGE 


229-611-lm-4904 


BULLETIN 

OF  THE 

UNIVERSITY  OF  TEXAS 

NUMBER  192 

FOUR  TIMES  A  MONTH 

OFFICIAL  SERIES  NO.   57  JULY  22,   1911 

Suggestive   Courses  of  Study 


IN 


Manual  Arts,  Mechanical  Drawing  and 

Household  Economics  for  Texas 

High  Schools 


PUBLISHED  BY  THE  UNIVERSITY  OF  TEXAS 
AUSTIN,  TEXAS 

Entered  as  second-class  mail  matter  at  the  postoffice  at   Austin,   Texas. 


Cultivated  mind  is  the  guardian 
genius  of  democracy.  ...  It  IB 
the  only  dictator  that  freemen  ac- 
knowledge and  the  only  security  that 
freemen  desire. 

President  Mirabeau  B.  Lamar. 


»  \'    I  J>J  \  *,  /• 


CONTENTS 

Page. 

1.  Introduction    5 

2.  Suggestive  Courses 7 

3.  Excerpts  from  the  minutes  of  the  Conference .  .  10 


327837 


INTRODUCTION. 

The  University  of  Texas  is  a  democratic  institution.  It  strives 
to  serve  all  classes  of  people.  In  doing  this  it  realizes  the 
necessity  of  providing  for  the  teaching  of  many  subjects.  Lan- 
guages and  Mathemtics  have  been  taught  in  the  schools  from 
the  time  of  the  first  formal  organizations  and  are  well  estab- 
lished. The  sciences  have  been  introduced  into  the  schools 
within  the  last  fifty  years.  They  are  now  taught  by  laboratory 
methods  and  are  gaining  in  favor  and  in  effectiveness.  The 
vocational  subjects  are  persistently  knocking  for  admission.  So 
far,  except  in  few  places,  these  subjects  are  yet  unorganized. 
Their  form  and  content  are  still  more  or  less  problematic.  Their 
worth  as  disciplinary  and  informational  subjects  is  unsettled. 
Enough  progress  has  been  made,  however,  in  the  organization  of 
these  subjects  to  insure  their  perpetuation.  The  University  hopes 
to  contribute  to  the  proper  organization  and  development  of  these 
subjects  in  .Texas  High  Schools.  In  accordance  with  this  desire 
a  conference  of  teachers  of  Manual  Arts  and  Household  Econom- 
ics was  called  to  meet  at  the  University,  May  5, 1911.  In  response 
to  this  request  a  number  of  the  best  teachers  in  Texas  met  and 
spent  an  entire  day  in  consultation.  The  names  of  these  teachers, 
the  names  of  the  institutions  attended  by  them,  and  the  names 
of  the  towns  in  which  they  are  working,  are  given:  E.  S.  Black- 
burn (Bradley  Polytechnic  Institute),  Austin;  Miss  Martha  T. 
Bell  (Drexel  Institute  and  Teachers  College),  College  of  In- 
dustrial Arts;  E.  M.  Wyatt  (Kansas  State  Normal  and  Stout 
Manual  Training  Institute),  Houston;  N.  S.  Hunsdon  (Wash- 
ington University),  San  Antonio;  Miss  Eula  P.  Turner,  (College 
of  Industrial  Arts),  Dallas;  Miss  Eleanor  Nesbitt  (Drexel  In- 
stitute), Austin;  0.  A.  Hanszen  (Washington  University), 
Dallas;  Miss  Jessie  L.  Hetzel  (.Teachers  College,  Columbia  Uni- 
versity), Houston;  R.  H.  Barnes  (Illinois  State  Normal  Univer- 
sity), Marlin;  Miss  Florence  O'Leary  (Stout  Institute,  Menomo- 
nie,  Wis.),  Austin;  Miss  Cora  A.  Reynolds  (College  of  Industrial 
Arts),  Dallas;  Miss  Nannie  E.  Mcllvain  (College  of  Industrial 
Arts),  Paris;  Miss  Ora  Blair  (College  attended  not  given), 
Belton. 


6  The  University  of  Texas  Bulletin 

At  different  times  during  the  day  Superintendents  and  Prin- 
cipals assisted  in  the  discussion.  Among  those  in  attendance 
were  Superintendent  J.  G.  Wooton,  Paris;  Principal  W.  W. 
Clement,  Temple;  Superintendent  F.  V.  Garrison,  Sulphur 
Springs;  Superintendent  R.  G.  Hall,  Cleburne;  Principal  J.  E. 
Pearce,  Austin ;  different  Professors  of  the  University  and  teach- 
ers in  other  schools. 

The  morning  was  spent  in  a  general  discussion  of  principles 
underlying  the  courses  of  study ;  the  afternoon  was  given  to  the 
formulation  of  suggestive  courses  of  study  in  Manual  Arts  and 
Domestic  Economy  for  Texas  High  Schools. 

The  suggestive  courses  are  given  in  the  following  pages  with 
excerpts  from  the  discussions  of  the  morning  session. 

In  publishing  this  material  the  University  realizes  that  only  a 
single  step  is  being  made  in  the  development  of  the  work.  These 
suggestive  courses  will  be  worked  out  in  the  different  schools  and 
as  progress  is  made  further  announcements  will  follow. 

Respectfully, 

J.  L.  HENDERSON, 

Visitor  of  Schools. 


SUGGESTIVE   COURSE   OF   STUDY   IN  MANUAL   ARTS 
FOR  TEXAS  HIGH  SCHOOLS 

SHOP   WORK 

First  Year 

I.  A  course  of  exercises  involving  use  of  typical  tools  and 
processes. 

II.  Study  of  woods  and  their  uses. 

Second  Year 

I.  Cabinet-making  and  furniture  construction. 

II.  Turning  or  Pattern-making  and  Moulding. 

Third  Year 

I.     Forging    or    Sheet    Metal    work    or   Pattern-making    and 
Moulding. 

Fourth  Year 

I.     Machine  Shop  Practice. 


SUGGESTIVE  COURSE  OF  STUDY  IN  MECHANICAL 
DRAWING  FOR  TEXAS  HIGH  SCHOOLS 

First  Year 

I.  Lettering — Roman    Alphabet,    capitals    and    lower    case. 
Block  Alphabet,  capitals.     Single   Stroke   Gothic,  capitals  and 
lower  case. 

II.  Instrumental  Drawing — Use  of  instruments.    Scale  draw- 
ings.   Geometric  Problems. 

III.  Free-hand  projection  sketching.    Principles  and  decora- 
tive design. 


8  The  University  of  Texas  Bulletin 

-  Second  Year 

I.  .Theory  of  Projection  and  application  to  prisms,  cylinders, 
pyramids,  cones,  etc. 

II.  Detail  Drawing — Conventional  representations  of  mate- 
rials.   Details  of  machine  parts  or  building  details. 

III.  Tracing. 

Third  Year 

I.  Intersection  and  development  of  surfaces  and  tinting. 

II.  Geometric  Curves,  Cycloids,  involutes,  etc. 

III.  Architectural  or  Machine  Drawing. 

IV.  Isometric  and  oblique  drawing. 

Fourth  Year 

I.  Shades  and  Shadows. 

II.  Perspective.     Gearing,  Cams,  Mechanical  Movements,  or 
House  Plans — Elevations  and  Specifications. 


SUGGESTIVE  COURSE  OF  STUDY  IN  HOUSEHOLD 
ECONOMICS  FOR  TEXAS  HIGH  SCHOOLS 

First  Year 

Cooking — Application  of  heat  to  foods  and  introductory  study 
of  food  principles. 

Sewing— Fundamental  stitches,  hand-sewing,  making  simple 
articles,  or 

Sewing — One-half  of  work  indicated  above,  and 

Drawing — Free-hand  drawing,  sketching  and  elementary  me- 
chanical drawing. 

Second  Year 

Cooking — Continue  study  of  food  principles.    Preservation  of 
foods. 

Sewing — Planning  and  making  plain  garments,  or 
Sewing — One-half  of  work  indicated  above  and 


Suggestive  Courses  of  Study  9 

Applied  Design — Theory  of  design  and  its  application  to  some 
material  such  as  wood  or  clay. 

Third  Year 

Laundering — Use  of  re-agents,  bleaching,  dry-cleaning,  re- 
moval of  stains. 

Advanced  Cooking — More  complex  dishes.  Planning  and 
serving  meals. 

Dcess-making  and  Drafting — Study  of  textiles.  Advanced 
sewing,  plain  tailored  waist,  skirt,  dress,  woolen  skirt,  or 

Applied  Design — More  technical  designing,  application  to 
cloth,  leather,  metal,  pottery. 

Fourth  Year 

Home  Economics; — Planning  the  home,  site,  house-plans,  dec- 
orations, trees,  sanitation,  plumbing,  heating,  lighting,  ventila- 
tions, furnishings. 

Home  Nursing. 

Millinery. 

Art  Needle  Work. 

Household  Decoration. 


10  The  University  of  Texas  Bulletin 

EXCERPTS  FROM  .THE  MINUTES  OF  THE  CON- 
FERENCE 

(Because  of  the  informal  manner  in  which  the  meeting  was 
conducted  it  was  not  always  possible  to  get  the  names  of  the 
speakers  or  all  of  the  points  made.) 

The  Visitor  of  Schools  called  the  conference  to  order  and  made 
the  following  remarks:  For  sometime  the  University  has  felt 
the  need  of  lending  a  hand  in  the  development  of  the  teaching 
of  Domestic  Economy  and  Manual  Arts  in  Texas  High  Schools. 
The  Faculty  has  arranged  for  crediting  these  subjects.  This  year 
we  have  made  an  examination  of  conditions  in  the  state  with 
reference  to  the  teaching  of  these  subjects.  We  found  on  in- 
vestigation that  no  two  schools  in  Texas  are  teaching  even  ap- 
proximately the  same  things  or  have  they  even  approximately 
the  same  courses  of  study.  So,  we  were  puzzled  to  know  how  to 
assign  credits  in  thepe  subjects.  We  may  say  to  you  that  in 
crediting  these  subjects  the  University  has  in  mind,  first,  the 
development  of  these  subjects  in  the  schools. 

When  this  meeting  was  called  it  was  not  our  expectation  that 
we  would  have  a  large  attendance.  In  fact  we  wanted  workers — 
those  who  know  what  methods  are  and  what  courses  are.  W^e 
wanted  to  do  work  and  not  eulogize  these  subjects.  We  all  be- 
lieve in  them  and  we  are  all  enthusiastic  about  them.  We  want 
to  make  them  worthy  of  our  commendation  and  support  and  if 
I  could  express  in  a  few  works  our  desires,  it  would  be  that  we 
do  work,  and  as  little  talk  as  we  can  possibly  get  along  with.  .The 
first  thing  we  planned  was  a  general  discussion  with  reference 
to  certain  general  topics  which  underlie  the  courses.  Then  we 
had  in  mind,  if  it  meets  with  your  approval,  the  appointment 
of  a  committee  of  teachers  who  would  be  willing  to  spend  two 
hours  between  11 :30  and  2 :30  this  afternoon  in  a  discussion  and 
organization  of  a  course  that  we  might  publish  to  the  state.  Per- 
mit me  to  say  that  we  have  not  had  in  mind  that  this  course 
which  you  may  present  this  afternoon  will  be  used  exactly  by 
any  two  schools  in  the  state.  It  will  merely  be  an  outline,  merely 
suggestive,  and  different  schools  in  the  state  will  adapt  it  to  their 
local  needs.  Furthermore,  it  is  not  expected  that  this  course  of 
study  which  you  will  plan  and  suggest  this  afternoon  will  be 


Suggestive  Courses  of  Study  11 

good  for  any  length  of  time,  it  is  to  be  a  starting  point.  We 
think  after  this  statement  we  should  agree  on  some  method  of 
conducting  the  meeting.  Now  what  form  do  you  desire  this 
meeting  to  take? 

Mr.  Wyatt :  Mr.  Henderson,  I  believe  that  we  should  get  down 
to  work  as  quickly  as  possible.  We  should  have  a  chairman  and 
secretary,  so  that  we  can  make  a  record  of  our  proceedings.  As 
you  are  more  familiar  with  the  program  and  have  revolved  this 
in  mind  over  and  over  again,  if  it  is  in  order,  I  nominate  Mr. 
Henderson  for  Chairman  of  this  Conference. 
Motion  seconded  and  carried. 

Mr.  Henderson :  I  do  not  look  upon  this  as  an  honor,  I  must 
confess  that  it  is  a  labor.  I  have  requested  my  Secretary,  Mr. 
Embrey,  to  attend  this  meeting  and  make  a  stenographic  report 
of  the  proceedings.  We  shall  be  glad,  however,  to  have  you 
choose  a  Secretary. 

Mr.  Hanszen :  Would  it  not  be  better  to  allow  your  stenog- 
rapher to  act  as  secretary?  He  would  be  able  to  write  up  the 
minutes  better  than  any  one  else. 

Mr.  Wyatt:  In  absence  of  objection  we  will  ask  Mr.  Hender- 
son to  take  care  of  the  minutes  through  his  stenographer. 

Mr.  Wooten:  Mr.  Chairman,  it  seems  to  me  that  from  your 
statement  we  should  have  a  round  table  discussion  in  order  that 
the  committee  to  be  appointed  may  have  something  before  them 
and  may  know  the  sentiment  of  the  teachers  assembled.  It  may 
be  that  the  city  of  Austin  has  a  well  organized  department  of 
Manual  Arts  and  Domestic  Economy  and  others  here,  just  begin- 
ning, would  have  nothing  so  elaborate.  Yet  a  skeleton  of  some- 
thing to  aid  all  ought  to  be  the  thing  in  view.  I  believe  the  com- 
mittee would  work  more  intelligently  on  the  ideas  we  would  give 
them  on  the  subject  if  they  would  hear  what  we  think  about  it 
before  they  formulate  this  skeleton  and  suggest  that  we  take  up 
these  things  one  at  a  time  and  get  at  them. 
Topics  submitted  for  discussion : 

1.  Shall  we   require   some   Manual   Training   and  Domestic 
Science  of  all  pupils  or  shall  these  studies  be  optional  ? 

2.  Shall  we  have  Manual  Training  and  Domestic   Science 
courses  or  shall  we  have  a  small  amount  of  these  subjects  mingled 
with  other  courses? 


12  The  University  of  Texas  Bulletin 

3.  Shall  we  alternate  sewing 'and  cooking  or  shall  we  carry 
the  two  subjects  simultaneously?     Should  drawing  be  required 
with  sewing? 

4.  Shall  these  courses  be  distributed  over  one,  two,  three,  or 
four  years  ? 

5.  The  basis  of  credit  for  vocational  subjects. 

6.  An  outline  of  work  so  far  as  possible  for  the  different 
years. 

Mr.  Hanszen:  I  believe  no  other  suggestion  is  to  the  point 
and  believe  that  we  can  proceed  to  the  outline  you  have  given. 
May  I  make  this  suggestion,  that  we  change  the  words  "Manual 
Training"  to  "Manual  Arts."  In  some  localities  Manual  Train- 
ing is  one  form  of  education  and  includes  domestic  science, 
household  duties,  and  Art  refers  to  context.  If  we  would  suggest 
the  words  Manual  Art  for  Manual  Training,  there  would  be  no 
confusion  in  our  minds. 

Miss  Bell :  I  think  Mr.  Hanszen 's  idea  is  a  very  good  one,  to 
have  a  term  that  is  inclusive,  but  I  believe  that  Household  Arts 
would  be  better  than  Manual  Arts. 

Mr.  Blackburn :  I  believe  that  we  are  going  to  get  off  the  sub- 
ject entirely.  We  are  getting  on  dangerous  ground  when  we  get 
to  talking  about  these  names  and  I  move  that  we  simply  avoid 
the  subject. 

Mr.  Hanszen :  My  idea  was  that  Manual  Training  referred  to 
the  mode  of  education  while  Manual  Art  was  the  subject  matter. 

Question :  Shall  we  require  some  study  of  Manual  Arts  and 
Domestic  Economy  of  all  pupils  or  shall  these  studies  be  op- 
tional ? 

Mr.  Clement :    Let  us  hear  from  Mr.  Hanszen  on  this  question. 

Mr.  Hanszen:  Before  we  enter  into  this  discussion  it  will  be 
necessary  to  think  out  within  our  own  minds,  what  will  be 
practicable.  We  may  regard  that  every  boy  and  girl  ought  to 
have  some  form  of  Manual  Art,  some  form  of  training  through 
the  hand  and  eye,  in  some  form  of  industrial  work,  cooking,  sew- 
ing, woodwork,  applied  design,  but  we  must  think  of  this  in 
connection  with  our  present  day  high  schools.  While  I  feel 
personally  that  every  boy  and  girl  in  our  state  should  have 
some  experience  along  these  lines,  yet  I  realize  that  it  would  be 
a  serious  problem  to  attempt  to  force  upon  every  boy  and  girl 


Suggestive  Courses  of  Study  13 

in  our  high  schools  such  a  course  of  study.  Then  again,  some 
localities  have  Manual  Arts  and  Domestic  Economy  in  the 
grades.  I  believe  the  most  expedient  recommendation  to  make 
is  that  these  courses  be  elective  in  the  high  school  putting  them 
in  the  same  shoes  as  the  other  old  line  subjects.  We  no  longer 
require  all  the  languages  in  the  high  school,  nor  do  we  require 
all  the  sciences  in  the  high  school.  So,  I  would  prefer  to  make 
these  subjects  elective. 

Mr.  Blackburn :  I  am  inclined  to  agree  with  Mr.  Hanszen  on 
these  subjects.  Our  tendency  in  all  high  school  subjects  is  to 
allow  electives.  We  do  not  require  all  students  to  take  languages 
nor  all  students  to  take  some  subjects  which  we  consider  good 
for  all  students.  We  recognize  the  individuality  which  exists 
among  our  students.  I  know  every  one  has  had  pupils  taking 
Manual  Art  and  Domestic  Economy  work,  who  were  just  simply 
wasting  their  time  taking  it.  I  should  not  say  wasting  their 
time,  but  they  would  make  better  use  of  the  time  putting  it  in 
on  some  other  subject. 

Chairman :    Let  us  hear  from  Miss  Nesbitt. 

Miss  Nesbitt:  I  think  it  is  very  necessary  that  girls  have  a 
training  in  home-making,  that  is  what  it  is;  I  am  not  prepared, 
however,  to  urge  that  it  be  required  of  all  pupils. 

Chairman :    We  will  be  glad  to  hear  Miss  Bell. 

Miss  Bell:  I  was  just  thinking  that  in  case  you  teach  Manual 
Art  and  Domestic  Economy  in  the  lower  grades  you  might  make 
it  optional  in  the  High  School.  I  would  advocate  making  it  an 
elective  course. 

Chairman:  Is  there  any  difference  of  opinion?  If  there  is 
not  we  would  better  go  to  the  next  topic.  Four  speakers  have 
favored  making  these  subjects  optional  in  the  high  school. 

Mr.  Wooten:  I  object  to  that.  I  want  to  say  that  I  believe 
everybody  would  like  to  have  it  as  a  course  and  every  boy  and 
girl  learn  something  of  it.  Now  then  the  point  to  consider  is  can 
we  make  it  practical  for  four  years  ?  I  have  not  had  time  to  put 
anything  of  that  kind  in  the  lower  grades.  All  of  that  time  is 
taken  up  in  making  a  foundation  for  high  school  work.  We 
demand  that  pupils  take  it  in  the  ninth  grade,  or  sophomore 
year,  unless  there  is  some  good  reason  for  not  doing  so.  I  believe 
in  flexibility  in  this  matter.  We  have  tried  it  in  the  eighth  grade 


14  The  University  of  Texas  Bulletin 

just  in  sewing.  We  expect  to  make  two  years  of  it  required  and 
the  last  two  years  optional  or  elective  as  the  case  may  be.  This 
will  give  a  foundation  along  that  line  and  there  is  no  objection 
to  it  and  everybody  in  our  town  is  in  favor  of  it.  I  don 't  believe 
in  going  to  the  expense  of  putting  this  in  and  then  making  a 
plaything  of  it.  If  you  put  it  down  as  a  strong  course  and  re- 
quire them  to  do  it  you  will  have  a  success  that  you  won't  have 
otherwise. 

Miss  Hetzel:  I  believe  that  some  of  the  work  should  reach 
every  boy  and  girl  in  the  High  School. 

Chairman:  We  have  both  sides  presented.  Let  us  go  on  to 
the  next  topic :  '  *  Shall  we  have  Domestic  Economy  and  Manual 
Arts  courses  or  shall  we  have  a  small  amount  of  these  courses 
mingled  with  the  other  courses?" 

Miss  Hetzel :  I  think  that  some  of  this  work  ought  to  reach 
every  pupil  but  as  to  courses  I  believe  a  regular  Domestic  Econ- 
omy course  ought  to  be  put  into  the  High  School.  It  ought  to  be 
distinctive  for  that  part  which  is  elective,  but  I  think  some  of  it 
ought  to  be  required. 

Someone :  Your  idea  is  that  you  would  organize  a  four  years ' 
course  and  then  require  pupils  to  come  in  and  take  one  year  of 
this  work? 

Miss  Hetzel :  ,To  have  the  elementary  year  or  a  small  part  of 
it  required  of  all  pupils,  but  those  who  want  to  take  any  further 
work  would  have  that  as  elective. 

Someone :  Would  you  have  the  Manual  Arts  mingled  with  all 
the  other  courses  and  also  a  special  course? 

Mr.  Blackburn :  Would  you  not  find  a  tendency  for  pupils  in 
the  Manual  Arts  course  to  come  in  and,  not  making  good  grades, 
switch  off  into  other  courses? 

Miss  Hetzel:  No,  we  have  it  arranged  that  way  in  Houston. 
The  first  year  is  required  of  all  pupils  and  after  that  the  work  is 
elective  and!  from  that  on  they  must  stick  to  these  courses  the 
same  as  any  other.  I  don 't  say  that  the  first  year  is  the  best. 

Miss  O'Leary:  I  think  Domestic  Economy  is  essential  and 
think  it  ought  to  be  compulsory,  but  we  find  that  a  few  people 
are  absolutely  hopeless  in  this  line  and  I  don't  think  it  is  neces- 
sary to  make  these  people  take  that  work.  If  they  don't  care 
about  it,  I  think  they  could  spend  their  time  in  the  high  school 


Suggestive  Courses  of  Study  15 

in  taking  those  courses  which  will  do  them  most  good.  I  believe 
that  it  is  best  to  have  it  optional  in  the  grades  and  have  it 
slightly  mingled  with  the  other  courses;  then  have  a  four  years' 
course  of  it  in  the  High  School. 

Chairman :  Would  you  have  two  periods  a  week  for  two  years 
or  one  period  a  week  running  through  four  years?  Would  you 
arrange  so  that  a  little  bit  might  be  taken  in  each  of  the  four 
years  or  a  great  deal  in  the  first  two  years  ?  Would  you  have  it 
concentrated  or  distributed? 

Miss  O'Leary:  I  would  have  it  evenly  distributed,  enough 
to  keep  them  busy  for  four  periods  a  week  all  through  the  high 
school  course.  If  we  make  it  a  strong  course,  I  do  not  see  why 
we  cannot  keep  them  busy  this  length  of  time. 

Chairman:  It  seems  to  me  that  three  different  courses  may 
be  introduced  in  these  subjects.  One  course  will  contain  a  small 
amount  of  the  subject  in  each  year  of  the  high  school,  a  second 
course  will  have  a  large  amount  of  these  subjects  for  two  years, 
a  third  course  will  provide  a  large  amount  of  work  for  all  four 
years.  The  last  course  would  correspond  to  our  present  Latin, 
history  or  science  courses.  Shall  we  arrange  to  have  say  two 
periods  each  week  through  the  four  years,  four  or  five  periods  a 
week  for  two  years,  or  four  or  five  periods  a  week  for  four  years  ? 

Miss  Mcllvain :  It  seems  to  me  that  the  best  thing  to  do  is  to 
give  them  a  thorough  course  but  not  make  it  extensive.  For 
instance,  let  them  get  a  good  course  and  one  that  will  be  of  bene- 
fit to  them  all  through  life  but  at  the  same  time  not  require  so 
much  of  it. 

Mr.  Wyatt:  I  agree  with  Miss  Mcllvain.  I  don't  think  we 
ought  to  try  to  give  them  so  much  work  in  the  high  school — make 
it  a  strong  course  but  do  not  make  it  too  deep.  Let  them  go 
somewhere  and  prepare  themselves  in  advanced  work  if  they 
desire  it.  I  move  that  we  go  on  record  in  favor  of  making  some 
Manual  Arts  and  Domestic  Economy  in  the  school  course  com- 
pulsory for  all  students  and  in  favor  of  having  a  full  four  years ? 
course  of  elective  work. 

Mr.  Barnes :     I  second  the  motion'. 

Miss  Hetzel:  Some  one  spoke  about  the  danger  of  going  too 
deep  with  high  school  pupils.  I  think  that  we  can  ispend  a 


16  The  University  of  Texas  Bulletin 

whole  lot  more  time  than  is  given  to  it  without  going  too  deep. 
I  think  the  danger  is  that  our  work  is  top  superficial. 

Mr.  Wooten:  Whenever  you  put  a  course  like  that  in  the 
high  school  you  make  it  a  trade  school  and  leave  the  literary  part 
out.  I  don't  believe  in  the  side  show  swallowing  up  the  circus. 

Chairman :  It  has  been  moved  and  seconded  that  this  resolu- 
tion be  adopted.  Are  you  ready  for  the  question?  Carried. 

Mr.  Wyatt :  I  have  another  motion  I  would  like  to  present  in 
order  to  make  this  first  resolution  a  little  more  definite:  That 
the  small  amount  required  be  one  and  one-half  hours  a  week; 
that  the  four  years  elective  course  be  at  least  four  double  periods 
a  week  for  each  year. 

Considerable  discussion  followed  this  motion  and  the  resolu- 
tion was  revised. 

Chairman:  The  motion  as  revised  is:  That  the  teachers 
recommend  that  the  part  of  the  work  that  is  to  be  compulsory  or 
required,  if  it  be  given  in  the  grammar  school,  be  at  least  one 
and  one-half  hours  for  one  year ;  if  it  be  given  in  the  high  school 
that  it  be  at  least  two  double  periods  per  week;  and,  that  the 
work  indicated  as  elective  shall  cover  at  least  four  double  periods 
a  week  for  four  years  in  the  high  school.  Resolution  carried. 

Chairman.:  Shall  we  go  to  number  3?  "Shall  we  alternate 
sewing  and  cooking  or  shall  we  carry  the  two  subjects  simulta- 
neously?" "Should  drawing  be  required  with  sewing?" 

Someone :  It  seems  that  we  are  hardly  in  a  position  to  make 
a  recommendation  on  that  subject  at  all  on  account  of  the  local 
conditions  being  so  different.  I  believe  that  we  ought  to  leave 
that  entirely  to  the  schools  as  to  whether  to  alernate  or  put  the 
sewing  or  the  cooking  first. 

Mr.  Wyatt:  I  suggest  that  we  go  on  record  as  favoring  a 
certain  arrangement. 

Miss  Hetzel  I  move  that  we  drop  it.  I  think  that  it  is  a 
matter  to  be  decided  by  local  conditions  entirely. 

Chairman:    If  it  is  agreeable  this  subject  will  be  dropped. 

Chairman:  Would  you  have  any  mechanical  drawing  at  all 
in  the  Domestic  Economy  course? 

Miss  Reynolds :  I  think  you  should.  They  have  to  have  some 
idea  of  perspective  and  all  that  part  of  mechanical  drawing  such 
as  getting  the  corners  of  a  room  and  the  fire  place  in  the  right 


Suggestive.  Courses  of  Study  17 

proportion,  and  I  think  that  they  ought  to  have  some  mechanical 
drawing. 

Mr.  Blackburn :  It  seems  to  me  that  if  they  have  a  lady,  she 
ought  to  teach  it  and  suit  her  course  to  needs. 

Miss  Bell:  It  seems  to  me  that  the  drawing  should  be  re- 
quired in  the  Household  Art  course.  They  should  know  enough 
to  be  able  to  plan  their  homes.  They  need  to  know  something 
about  design. 

Dr.  Rail:  Should  not  the  artistic  side  be  considered?  It  is 
not  to  make  a  sketch,  or  teach  her  to  understand  the  technique 
of  an  architect. 

Mr.  Blackburn:  Dr.  Rail  has  the  correct  idea.  It  is  very 
difficult  to  get  a  girl  to  draw  a  straight  line  by  a  ruler.  They 
can't  do  it.  They  don't  know  an  inch  from  an  inch  and  a 
quarter. 

Someone:  The  artistic  side  is  what  they  need.  They  ought 
to  be  able  to  understand  an  architect's  plan,  and  have  the  differ- 
ent features  explained;  but  girls  should  not  be  put  to  drawing 
house  plans. 

Mr.  Hanszen :  .The  very  fact  that  they  are  unable  to  draw  is 
one  good  reason  why  they  should  be  required  to  do  it.  As  far  as 
ability  to  do  that  there  is  no  question — we  can  show  thousands 
of  drawings  from  the  Dallas  High  School  and  College  of  In- 
dustrial Arts  that  will  compare  with  the  boys.  Of  course  I  don 't 
want  it  understood  that  the  girls  should  be  architects,  but  the 
very  fact  of  "having  made  a  house  plan  of  a  cottage  enables  her 
to  make  the  sketch  better  and  quicker  and  she  has  a  better  con- 
ception of  distances  and  squares,  etc.  It  is  a  means  to  an  end. 

Miss  O  'Leary :  I  believe  that  I  would  agree  with  Mr.  Black- 
burn. It  is  the  artistic  side  we  want  to  develop.  It  is  the  time 
we  have  to  consider,  and  I  think  we  are  losing  sight  of  the  real 
point  in  this  line.  We  should  make  it  design  throughout  and  I 
move  that  free  hand  designing  be  required  in  all  Domestic  Econ- 
omy courses. 

Mr.  Hanszen:     Could  we  not  just  say  design? 

Moved  and  seconded  that  design  be  required  in  all  free  elective 
courses.  Carried. 

"The  basis  of  credit  for  vocational  subjects." 

Someone :    It  seems  to  me  that  the  basis  of  credit  should  be  the 


18  The  University  of  Texas  Bulletin 

same  as  we  have  in  other  subjects  assuming  that  the  work  is 
taught  in  the  same  efficient  manner  and  the  same  effort  is  put 
forth  on  the  part  of  the  child  and  the  same  time  given.  It  seems 
that  the  basis  of  credit  should  be  the  same  as  in  Latin  and  it  is 
up  to  the  University  to  pass  upon  the  credit.  It  seems  to  me  that 
you  can  easily  work  up  the  schools  to  the  standard  required.  We 
have  to  go  on  the  assumption  that  the  work,  in  order  to  get  the 
credit,  would  be  equal  to  the  other  lines  of  work. 

Chairman :  You  mean  the  basis  upon  which  we  credit  sciences 
and  not  Latin? 

Someone :    Yes. 

Chairman :  Let  me  put  it  this  way  to  you.  The  University 
in  making  provisions  for  extending  credit  for  these  vocational 
subjects  had  a  pretty  heated  discussion.  ,The  next  two  or  three 
years  will  probably  not  see  additional  credits  given  to  Manual 
Arts  and  Domestic  Economy.  We  want  to  place  these  credits 
so  that  you  will  get  the  best  results  in  your  schools.  If  you  credit 
poor  work  you  will  not  have  any  leverage  to  raise  your  courses. 
If  you  ask  for  four  units  for  your  courses  as  they  now  are  you 
will  handicap  yourselves. 

Someone :     We  see  it  perfectly  plain. 

Chairman:  We  have  come  to  you  to  suggest  how  it  will  be 
best  to  assign  these  credits  that  we  now  allow. 

Someone :  When  we  put  this  course  in  the  high  school  some 
other  work  must  give  way.  Suppose  the  Latin  gives  way,  don't 
you  think  the  work  ought  to  receive  the  same  credit  as  if  the 
children  took  the  Latin? 

Chairman:     Theoretically,  yes;  practically,  no. 

Mr.  Blackburn :  The  full  credit  should  be  given  to  the  school 
with  the  most  Manual  Arts  in  it  and  that  would  have  a  tendency 
to  improve  all  the  other  schools.  I  do  not  believe  in  making  the 
high  school  a  feeder  for  the  University.  It  seems  that  all  the 
Manual  Arts  and  Domestic  Economy  given  should  be  credited 
in  the  high  school  toward  graduation.  As  our  graduates  in  the 
Manual  Arts  and  Domestic  Economy  have  the  same  as  Latin 
graduates,  the  credit  given  in  high  schools  should  be  just  the 
same  in  Manual  Arts  and  Domestic  Economy  as  for  any  other 
courses  for  graduates  from  the  high  school,  but  in  the  Univer- 


Suggestive  Courses  of  Study  19 

sity  the  credit  should  be  given  to  the  school  which  has  the  full 
work  in  Manual  Arts  and  Domestic  Economy.  Apportion  the 
credit  out  as  the  work  is  given:  four  years,  two  units;  three 
years,  one  and  one-half  units;  two  years,  one  unit;  four  double 
periods  a  week. 

Someone :  That  would  give  us  an  opportunity  at  some  future 
conference  to  extend  the  work  to  five  double  periods  per  week, 
if  we  should  desire  to  do  so. 

Dr.  Rail:  Can  you  measure  quantitatively  the  time  spent  in 
these  subjects  as  you  do  in  other  subjects?  Can  we  state  that 
two  hours  spent  in  shop-work  in  Manual  Arts  are  equivalent  to 
two  periods  spent  in  the  laboratory  of  Physics  or  Chemistry? 
Is  it  not  true  that  the  boy  and  girl  in  the  Physics  and  Chemistry 
must  do  considerable  work  outside  his  laboratory  period,  and 
that  the  boy  in  his  woodwork  does  not  have  to  do  the  outside 
work?  I  have  visited  classes  Avhere  they  do  not  have  any  text- 
book at  all.  Everything  was  included  in  the  first  period.  Lab- 
oratory hours  are  divided  at  the  University  of  Texas.  Two 
hours  are  equivalent  to  one  hour  of  recitation,  because  the  stu- 
dents are  required  ito  do  considerable  on  the  outside.  In  other 
schools  the  laboratory  covers  three  hours,  equivalent  to  one  in 
the  class  room  and  that  means  on  that  basis  that  every  bit  of  the 
work  is  done  in  the  laboratory.  Now  it  seems  to  me  that  the 
Manual  Arts  and  Domestic  Economy  ought  to  be  measured  on 
the  latter  basis. 

Moved  and  carried  that  two  credits  or  two  units  be  assigned 
to  those  schools  giving  Manual  Arts  and  Domestic  Economy  for 
four  years,  four  double  periods  per  week,  and  that  fractional 
credits  be  assigned  in  accordance  with  the  pro  rata  amount  of 
work  done. 


SUMMARY  OF  RESOLUTIONS. 

1.  Shall  we  require  some  Manual  Arts  and  Domestic  Econ- 
omy of  all  pupils  or  shall  these  studies  be  entirely  optional  ? 

Resolution:  We  favor  making  some  Manual  Arts  and  Domes- 
tic Economy  compulsory  for  all  pupils.  Minimum  amount  re- 
quired, if  given  in  the  grammar  school  to  be  at  least  one  and 


20  The  University  of  Texas  Bulletin 

one-half  hours  per  week  for  one  year ;  if  given  in  the  high  school, 
to  be  at  least  two  double  periods  per  week  for  one  year. 

2.  Shall  we  have  Manual  Arts  and  Domestic  Economy  courses 
or  shall  we  have  a  small  amount  of  these  subjects  mingled  with 
other  courses? 

Resolution :  We  favor  having  full  four  year  courses  in  these 
subjects.  The  full  courses  to  be  elective  with  some  portions 
required  of  all  pupils. 

3.  Shall  we  alternate  sewing  and  cooking  or  shall  we  carry 
the  two  subjects  simultaneously? 

Resolution:    We  favor  leaving  this  to  the  individual  schools. 
Shall  drawing  be  required  with  sewing? 
Resolution :    We  favor  making  design  a  part  of  all  full  courses 
in  sewing. 

4.  The  basis  of  credit  for  vocational  subjects. 
Resolution:     We  recommend  that,  under  present  conditions, 

two  units  of  credit  be  assigned  to  those  schools  giving  Manual 
Arts  and  Domestic  Economy  for  four  years,  four  double  periods 
per  week,  and  that  fractional  credits  be  assigned  in  accordance 
with  the  gro  rata  amount  of  work  done  in  other  schools. 


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